Human Behavior, Justice and Diversity

Mission Statement

HBJD is a multi-disciplinary department housing Social Work, Psychology, Legal Studies and First Nations Studies. Originally there was a fourth program as well, School Psychology, which first moved to another academic department and then was discontinued altogether in 2001. The remaining three programs have continued to the present day under this departmental structure together.

Course Descriptions

Multidisciplinary analysis of individual, community and government responses to harmful conduct; an examination of criminal, juvenile, military, and civil justice as well as informal and personal control systems; an inquiry into the use of coercion to promote conformity or lessen injurious behavior; special attention given to decisions, processes and institutions which respond to acts of criminality and delinquency.

An academically grounded, structured professional experience in a justice setting. Students seeking credit should consult with the director of the Criminal Justice program for application guidelines. Written approval of the instructor must be obtained before registering. Since the field experience is an introductory, independent learning experience involving the cooperation and assistance of outside agencies, a student should notify the instructor in writing of an interest in enrolling in the course several months before the semester of the actual field experience. Instructor consent required. Formal arrangements with an agency may be easier to complete with careful, early planning.

Broad survey of the role of the police in American society. Special attention given to the origins of policing, the nature of police organizations and police work, and problems and issues in the relationship between police agencies and the community.

Field trips designed to give students direct experiences in foreign countries. Each program includes preparatory reading, orientation meetings, a faculty-supervised study tour, and a detailed written evaluation of learning situations associated with the course. With consent of the relevant program and content adaptation, programs provided by other agencies can be considered for this credit. Students must obtain approval for taking these courses prior to participation, otherwise the course may not count. For specific degree requirements, consult your advisor. May be repeated only if content is different.

Exploration of the social construction of gender in crime and delinquency as well as in justice systems; analysis of how assumptions about female and male natures, as well as appropriate roles and positions in society affect the interpretation and application of law; comparison of women/girls and men/boys as offenders, victims and practitioners. Cross-listed as CJUS/WST 312.

Survey of philosophical, historical, sociological, psychological and political aspects of the American prison and related programs in the criminal justice system; problems of inmate culture, control, supervision and treatment are emphasized through analysis of penal institutions and treatment/release programs. Attention is given to examining incarceration through the "eyes" of inmates. The course may be taught from an academic service learning perspective, involving field experiences in custodial settings.

Analysis of theories and practice of probation and parole, responses of paroling authorities to public pressures and court controls and their implications for rehabilitative efforts; analysis of feasibility and effectiveness of treatment of individuals under sentence in the community.

Selected topics in the administration of justice. May be repeated when the content of the special topic is substantially different from previous course presentations. See course instructor to review content. Previous topics: Military Justice; Terrorism: Meaning and Justice; Masculinities and Crime; Restorative Justice. As needed.

This course examines various political theories in terms of their relevance to the question of war and peace. Specially, how does each theory define peace (negative or positive) what should be done to preserve and maintain peace; whether war is inevitable; and under what conditions is it legitimate to resort to war. The following "traditions" will be covered in the course; realism, liberalism, Marxism, globalization, feminism, post-colonialism, post-colonialism, post-modernism, constructivism, international justice, green, globalization and human security.

Multidisciplinary analysis of criminal behavior. Special attention devoted to the definition, nature and scope of crime in the United States and the explanations which evolved to account for this form of deviant behavior. Includes historical analysis of criminological thought and strategies of social control.

Examination of the social and psychological dimensions of juvenile delinquency: its nature, extent, distribution and patterns; evaluation of theories and explanations of delinquent causation; consideration of the legal processing of delinquents; programs of prevention and treatment of delinquents.

Academic and professional development in justice settings as well as course meetings. A field experience in criminal justice that applies scholarly research to understanding justice agencies and organizations. Students discern policies and practices of justice organizations through systematic observations at agency sites as well as frequent, regularly scheduled course meetings with the course instructor. The workings of agencies and agents will be measured through analytical and reflective writing exercises. Written consent of the instructor must be obtained before registering. Since a significant part of the course is an independent learning experience involving the cooperation and assistance of outside agencies, a student should notify the instructor in writing of an interest in enrolling in the course early in the semester before the semester of the actual field experience. Instructor consent required. Formal arrangements with an agency may be easier to complete with careful, early planning. Course satisfies the requirement of general education as an independent learning and a capstone experience. Students completing CJUS 491 as a senior capstone experience will be required to give a public presentation on their work. See director of the Criminal Justice Program and/or Coordinator in Legal Studies program for more information.

Individually designed research based on approved thesis proposal of a significant and focused justice topic. Generating a coherent researchable idea, reviewing a literature, collecting and analyzing information/data and reporting results. Satisfies the requirement of general education as an independent learning and a capstone experience. Students completing CJUS 492 as a senior capstone experience will be required to give a public presentation on their work. See director of the Criminal Justice Program and/or coordinator in Legal Studies program for more information.

Prerequisites:

Prerequisite for taking this course is completion of both POLS 296 and either MATH 130 or PSYC 301.

Either supervised research in selected subfields of the discipline resulting in the submission of a formal research paper, or development and execution of a project designed to apply criminal justice or social science concepts and skills to a particular situation, drawing upon the relevant scholarly literature and resulting in submission of a formal research and experience-evaluation paper. Projects devoted to the demonstration of skills may include, but need not be limited to: direct participation in a criminal justice agency; other activity on behalf of a criminal justice interest group; involvement in a University justice agency; service as an intern with a government agency or a private organization with a justice interest; or an active leadership role in a private or community organization. May be repeated once for a total of six credits. Instructor consent required. Consultation with the instructor must take place within the first two weeks of the semester. As needed.

For beginning students in Ojibwa language. Introduction to the phonetics, pronunciation, and rhythm of the Ojibwa language. A standardized spelling system and basic vocabulary will be used; focus on oral fluency.

Speaking and comprehension of basic Ojibwa speech patterns. Development of rudimentary reading knowledge, conversational skills, and elementary grammar. Emphasis on vocabulary development and cultural perspectives. No prerequisite.

Examination of the history and culture of the First Nations people from 1887 to the present. Special attention given to the federal government's role in administering Indian policy. Cross-listed as FNS/HIST 224. Code 1.

Introduction to the oral tradition of First Nations people. Explores traditional stories and legends told by native peoples for generations. Students will understand the meaning they provided past generations of people and how their message is carried into the modern world.

Examines a broad range of First Nations religious beliefs as they relate to the various cultural values of First Nations in North America. Emphasis on the spiritual significance of First Nations ceremonies and their relationship to the environment. Traditional teachings of First Nations will be examined as they relate to the lifestyles of First Nations people historically and today.

Examines literature by and about First Nations people. Students read novels, short stories, and poetry by First Nations authors. Students will be made aware of how this literature differs from traditional western literature in content and theme. Also covers traditional stories that contemporary First Nations literature is based on.

Examines various aspects of the Ojibwa culture in depth. A hands-on approach, with students going into the field and participating in lab activities such as wild ricing, sugar bush, drum and dance, and others. Can be repeated up to six credits.

Investigates current and past cultures of Mesoamerica such as Nahua/Aztec, Zapotec and Mayan. Employs archaeological, historical, and ethnographic data in a lecture, readings, film and discussion format. Cross-listed as ANTH/HIST/FNS 368. ANTH 101 highly recommended. Code 4.

Addresses social work practice issues related to contemporary American Indian family life, including recognition of the importance of American Indian tribal contexts; development and implementation of the Indian Child Welfare Act; impact of sovereignty and other social policy issues on American Indian families; and effective approaches to use when helping American Indian families. Offers an opportunity to better understand and work more effectively with American Indian families. Open to non-majors and can be used as a General Education diversity requirement. Cross-listed FNS/SOW 386.

Examines the unique relationship between indigenous tribes of the United States and the United States government through the context of tribal sovereignty. Explores the impact of the Supreme Court and the court's interpretation of legislation and judicial decisions of the past. Also explores the future of the domestic dependent nations status and tribal sovereignty.

Prerequisites:

Prerequisite for taking this course is completion of FNS 151 or instructor consent.

Study of the problems faced by First Nations tribes in different parts of the country along with their relationships to local and national governments. Insight into the life and culture of First Nations in the contemporary world, and the political and tribal issues, which impact on the role of First Nations in today's society.

Exploration of the First Nations woman's social roles and lifestyles from a variety of tribal cultures in North America. Focuses on traditional and contemporary values and roles of First Nations women. Cross-listed as FNS/WST 460.

Explores counseling theory and application techniques from a First Nations perspective. First Nations world view and linear vs. holistic thinking are principle topics. Group and individual counseling is addressed and practiced. Designed for people in helping professions that deal with First Nations clients. Cross-listed as COUN 481/681.

In-depth study of specialized current topics in First Nations Studies selected by the instructor. May be repeated for credit when instructor and/or topics are different. Instructor's approval required.

Provides a general framework of knowledge, ideas and thought -- mainstream and critical -- regarding the assumptions, structures, actors, operation, intentions and outcomes of the American legal system. Interdisciplinary liberal arts course exploring the effect of law on and in our society from past, present and future perspectives. Law now pervades most of what we think, do and believe in the United States. This course will help illuminate how and why that happens.

Study of the criminal justice process. Issues of search, seizure and arrest, pretrial and motions practice, jury trial and evidentiary rules; historical basis and evolution of the various aspects of the criminal justice process.

Investigates the legal rights and responsibilities of citizens in the United States, both individual and corporate. Topics include the ethical dimensions of citizenship, its acquisition and loss. The course involves the student in academic service learning in the local community.

Explores controversies arising within or impinging on the American legal system. Research, discussion and debate on 20 pressing issues of contemporary significance in American law. Students consider the differential impact of issues on various disempowered and minority groups in the United States and around the world. Fulfills General Education Social Science-Contemporary Society category.

Compares and contrasts the adversary system of American law, the settlement/negotiation model advanced within the Alternative Dispute Resolution movement. Discussion of comparative institutions, processes, costs, theoretical approaches and justifications. Treatment of theories and practice and skill/training development of alternatives to litigation including mediation, arbitration, mini-trials, etc.

Field trips designed by department faculty to give students direct experiences in foreign countries. Each program includes preparatory reading, orientation meetings, a faculty-supervised study tour, and a detailed written evaluation of learning situations associated with the course. With consent of the relevant program and content adaptation, programs provided by other agencies can be considered for credit. Students must obtain approval for taking these courses prior to participation. Otherwise the course may not count. For specific degree requirements, consult your advisor. Course can be repeated only if content is different.

Explores the ethics of and relationships between environmental issues and governmental action, as well as conservation, preservation and management of natural resources through public policy relation to government and the role of morality and legislation in matters of individual choice.

This course asks two easily stated and related questions: (1) how do judges judge? (2) how should judges judge? Study of adjudication in both civil and criminal contexts. Students will write and argue an appellate brief.

Explores the great legal trials that informed and transformed our understanding of the law and the society that we live within. Students will also deepen their understanding of theories and practices of argument construction and defense. Offers numerous hands-on practice experiences.

History of philosophical consideration of law, its means and ends; focus on special problems in contemporary legal philosophy such as conflicting theories of punishment, the natural law/positivist debate, individual rights in relation to government and the role of morality and legislation in matters of individual choice. Cross-listed as LSTU 354

Explores how the law has interacted with, impacted and affected race, ethnicity, gender and class issues in the United States context. Students read and criticize key legal cases, explore arguments made in legal settings about race/ethnicity/class/gender, examine the areas of silence or inaction by the law and assess the current interconnection between race, ethnicity, class, gender and the law. Fulfills diversity requirement of General Education.

Survey of the origin and development of the U.S. Constitution using Supreme Court cases which define the powers of the Supreme Court, Congress and the President; the relationship between the national government and the individual states.

Study of the constitutional principles concerning the relations between the individual and the government; using decisions of the U.S. Supreme Court; consideration of the requirements of due process and criminal procedure necessary to safeguard the constitutional rights of criminal suspects and defendants.

Protestant Fundamentalism the Free Exercise Clause of the First Amendment. Intelligent design/evolution dispute and its impact on public education in states and at the federal level. "Higher criticism," biblical inerrancy and the Scopes "Monkey Trial."

A structured and focused field experience in a law-related placement. Students perform duties assigned by their placement supervisor, keep a log/journal of activities and prepare a 12-15 page analysis paper discussing specific ways their placement complemented, and added perspective to coursework. General Education Requirements: Since the internship is both an independent learning experience and a capstone experience, the course satisfies the requirements of Category C. Students completing LSTU 485 as a senior capstone experience will be required to give a public presentation on their work. Instructor consent is required to enroll in this course.

Section 1: Mock Trial. Applied skills course experience for those participating in competitive Mock Trial. Spring semester each year. Section 2: General Research. For students pursuing independent and advanced research projects under the supervision of a faculty member on a topic and consistent with a plan mutually agreed to between instructor and student. Also can be used for applied skills experiences that are equivalent to academic credit experiences within judgment of instructor of Legal Studies courses. On demand. Course can be repeated for up to six credits toward graduation although only three credits count toward major/minor requirements. Students completing LSTU 499 as a senior capstone experience will be required to give a public presentation of their work. See Legal Studies faculty for more information.

Examines the theory and practice of conflict resolution and mediation, with special emphasis on the challenges posed in situations involving domestic abuse, power imbalances, diversity and multicultural situations. Meets the six-hour requirement under State of Minnesota Rule 114 for qualified neutral domestic abuse training and six hours of multicultural training.

Theory and practices of conflict resolution and mediation in the area of family law relationships (including but not limited to custody, parenting, visitation, divorce settlement issues). Meets the 40-hour State of Minnesota Rule 14 requirements for qualified neutral training in facilitative mediation and the 25-hour mediation training requirement under State of Wisconsin.

Provides a final experience for those enrolled in the mediation/conflict resolution certificate program and/or individualized minors utilizing this course in applying the theory of conflict resolution/mediation to the sets of practices learned through the 9-credit curriculum. Using videotaping, immediate assessment and multiple role plays and scenarios, students have a final opportunity to practice their skills sets with academic and professional evaluation prior to completing the certificate program. Reflects the academic department's commitment to education in both theory and practice.

Prerequisites:

Completion of other required curriculum for CDD Mediation/Conflict certificate prior to taking this course.

Introduction to the scientific study of psychology covering major areas of study within the discipline, including biological bases of behavior, learning and conditioning, memory and cognition, motivation and emotion, social and cultural influences on behavior and attitudes, personality, health psychology, and mental illness. Select sections qualify as an Academic Service-Learning Course (see Academic Service-Learning for more details).

This course is for students who are entering, or considering entering, psychology as a major and a career field and is part one of a two-part series required for psychology majors. It describes professional career specialties and discusses values and ethical principles of the profession. Other topics that may be covered include retrieval on psychology topics, interaction with community resources, and introductory interpersonal professional skills. Provides experience in information retrieval on psychology topics. Required for the Psychology major.

Basic elements and common patterns of argument. Inductive and deductive modes of thought are explored with emphasis on the concepts and principles of correct reasoning. Designed to assist students to understand and evaluate ordinary arguments and to develop skills in constructing arguments in the spoken and written word. Cross-listed PHIL/PSYC 212.

Sensory and central processes by which information from the environment is received and interpreted. Includes receptors and neural processing, thalamic and cortical processing, and principles of perception. Meets the Biological Aspects of Behavior requirement for the Psychology major.

Introduction to basic interpersonal helping skills within a problem-solving framework. Focus on interpersonal communication and development of elementary interviewing skills, the conscious use of self, working with uncooperative or resistant subjects and cross-cultural differences in the helping process. Exercises, role playing and simulations are used to enhance learning. Designed to accommodate non-Social Work majors in related disciplines. Cross-listed, SO W/PSYC 227.

Discussion and study of development of women's roles and personality across the lifespan. Topics include the social construction of sex and gender differences, images of women, status and power, childhood and adolescence, womanhood, love and romance, commitments and relationships, mothering, work and achievement, midlife and beyond, and violence against women. Meets a requirement for the Women's Studies minor and General Education diversity credit. Qualifies as an Academic Service-Learning course (see Academic Service-Learning for more details). Cross-listed as PSYC/WST 258.

Insight into personality can be gained from many different points of view. Covers the major theoretical approaches to personality, including the psychonalytic, learning theory, humanistic, trait and sociobiological genetic approaches. Includes consideration of varying topics of research interest, such as gender roles, locus of control, infant and adult attachment, cultural variation, violence, resilience. Meets the Individual, Social and Developmental requirement for the Psychology major.

Introduction to the study of men's lives. Topics include boyhood, the privileges and perils of collegiate masculinities, fears about men's friendships, men and work, men and health, intimacy and power issues with women, male sexualities, male violence, and men in families. This is a course for both women and men about men's issues.

The second in a two-part series required of majors, this course will allow students to develop a portfolio that will help them as they prepare for a career in psychology and professional development skills such as writing resumes or cover letters, interviewing, and conducting job searches or appropriate graduate school programs for career aspirations. Required for the Psychology major.

Prerequisites:

Prerequisite for taking this course is having completed Psychology 200.

Methods of measurement and data analysis. Includes basic descriptive statistics, correlation and regression, tests for inequality of means, probability of discrete events, and nonparametric tests of association.

A two-pronged approach to behavior analysis and modification. First, basic learning principles and phenomena are discussed (both Classical and Operant Conditioning). Second, these principles are applied to modify socially significant behaviors. Particular focus paid to how ABA can be applied to the treatments of mental disorders, improving the quality of life for people with disabilities, and modifying personal habits. Meets the Learning, Cognition, and Language requirement for the Psychology major. Qualifies as an Academic Service-Learning course (see Academic Service-Learning for more details).

Study, discussion, and demonstration/experiments into the nature and causes of individual behavior and thought in social situations. Topics range from love, cooperation, and helping to prejudice, conflict, and aggression and cultural influences on these behaviors. Meets the Individual, Social and Developmental requirement for the Psychology major.

Designed to acquaint students with selected theories, basic research, and applied research in the area of close relationships and to increase students' skill and comfort in oral expression, critical analysis, and written communication through assignments and class discussions. Students read both classic and recent journal articles and chapters on a wide range of topics in the field of close relationships (sibling relationships, friendships, and romantic relationships-both heterosexual and homosexual). Encourages students to think critically about the components of healthy relationships.

Introduction to the study of peace psychology. Begins with a review of the psychological causes of direct violence and structural violence. Topics after the study of violence include psychological causes of nonviolence, conflict resolution, nonviolent struggle, nonviolent social movements, social justice, peacemaking, and peace building. Prerequisite: PSYC 101, concurrently, or consent of instructor.

Study of the impact of biological, physiological, social, and cultural factors on health and illness. Topics include physiological systems of the body, mind-body interactions, stress and coping, lifestyle and health, psychoneuroimmunology, pain, cross-cultural perspectives on health and illness, and management of chronic and terminal illness. Meets the Adjustment and Well-being requirement for the Psychology major.

Study of the biological systems which underlie human behavior. Covers neural structure and physiology, genetic coding and hormones. Specific topics of interest to psychology are included, such as mental illness, the sleep-waking cycle, sensation, language, memory, stress, and sexuality. Meets the Biological Aspects of Behavior requirement for the Psychology major.

Introduction to the study of human motivation and emotion. Considers both social and biological motives, such as cognitive and achievement needs; affiliation and nurturance, dominance and power, addiction and physical homeostasis; and human emotions, such as anger, sadness, pride, love and hope. Topics of personal meaning, such as emotional intelligence and coping strategies are included. Meets the Adjustment and Well-Being requirement for the Psychology major.

Students will examine how drugs influence the brain and behavior. Specifically, the course will discuss basic pharmacology (mechanisms of drug action in the brain) as well as overt behavioral and psychological changes rendered by the drug. Both legal (e.g. Prozac, alcohol, caffeine, and nicotine) and illegal (e.g. marijuana, cocaine, methamphetamines and LSD) drugs will be discussed. Issues related to addiction and treatment will also be examined. Meets the
Biological Aspects of Behavior requirement for the Psychology major.

Introduction to the effects of culture on who we are and how we view social behavior, including cultural influences on aggression, helping, dominance and conformity. Classroom activities and assignments are aimed at experiencing differences in culture. Meets the requirement for the General Education diversity credit.

Survey of major forms of psychopathology, including diagnostic criteria and clinical features of specific mental disorders, in addition to research on etiology and approaches to treatment. Meets the Adjustment and Well-Being requirement for Psychology major. Qualifies as an Academic Service-Learning course (see Academic Service-Learning for more details).

Surveys the science and application of child and adolescent development, focusing on the physical, cognitive, and social changes that occur from conception through adolescence. The course covers methods and theory, and may highlight moral development, cultural differences, genetics, aggression, media and thought processes as they relate to various age groups. Meets the Individual, Social and Developmental requirement for the Psychology major. Qualifies as an Academic Service Learning course (see Academic Service-Learning for more details).

Examines the social, cognitive, and physical changes that occur through adulthood and older adulthood. Longitudinal and life-span approaches to development are highlighted along with how a changing life expectancy and demographic population are affecting research and quality of life in the population. Meets the Individual, Social and Developmental requirement for the Psychology major. Qualifies as an Academic Service-Learning course (see Academic Service-Learning for more details).

Discussion of theory and research into cognitive processes, including attention, memory, problem-solving, and decision-making. Meets the Learning, Cognition and Language requirement for the Psychology major.

Prerequisites:

Prerequisite for taking this course is having completed PSYC 101, PSYC 303 and PSYC 304.

Survey and critical evaluation of major psychotherapeutic approaches for treatment. Includes psychoanalytic/psychodynamic therapies, humanistic-existential approaches, and exposure-based, behavioral and cognitive treatments in addition to constructivist, feminist, culture-sensitive, and integrative therapies. Meets the Adjustment and Well-Being requirement for Psychology major.

Prerequisites:

Prerequisite for taking this course is having completed PSYC 101 and PSYC 362 is recommended.

Science and practice of clinical psychology. Includes historical and scientific foundations of clinical psychology, theories of personality and abnormal behavior, methods of clinical assessment, psychological treatment approaches, training and professional roles, and specializations within the field. Meets the Adjustment and Well-being requirement for the Psychology major.

Examination of the role of psychological factors in the use of language, the relationship between language and thought, psychological approaches to meaning, and disorders of speech and language. Meets the Learning, Cognition and Language requirement for the Psychology major.

Planning, execution and report of original research or special study on a topic in psychology. Approval of the faculty advisor who will guide the research or study must be secured before registration. Prerequisite: 15 credits in psychology or consent of instructor. A maximum of nine credits may be earned under this course number, taken in one or more semesters.

Overview of the social work profession, including its historical roots, practice settings, clients served, methods of practice, values and ethics. Also provides an overview of knowledge and skills needed for generalist social work practice with various minority and special populations, including American Indians. Thirty hours of service learning work in social service agencies provide an added opportunity to learn about the profession. Open to non-majors.

Introduction to basic interpersonal helping skills within a problem-solving framework. Focus on interpersonal communication and development of elementary interviewing skills, the conscious use of self, working with uncooperative or resistant subjects and cross-cultural differences in the helping process. Exercises, role playing and simulations are used to enhance learning. Designed to accommodate non-Social Work majors in related disciplines. Cross-listed, SO W/PSYC 227.

An opportunity to explore interest in possible field(s) of social work practice; with instructor; student selects a field to explore, develops a study contract to demonstrate that he or she understands the field of practice and what it entails; student expected to evaluate his or her capacity, interest, and skill sets in relation to that field. Open to majors and non-majors.

Field trips designed by the faculty to give students direct experiences in foreign countries. Each program includes preparatory reading, orientation meetings, a faculty-supervised study tour, and a detailed written evaluation of learning situations associated with the course. Students must obtain approval for taking these courses prior to participation. For specific degree requirements, please consult your advisor. May be repeated only if the content is different. As offered.

First in a two-course sequence. Provides an ecological overview of policymaking-how differing systems and values interact to create the policymaking environment. Begins with a review of the history of social welfare and uses this historical lens to examine the structure of present social welfare polices and service programs. Focuses on understanding the political forces and processes which impact social policy development, as well as upon how ethical, cultural, social and economic justice issues impact the creation of social welfare policy and programs at the local, regional, national and international levels. Recommend: POLS 150, 230, 330, ECON 235, and/or ECON 251 as an adjunct to more comprehensive understanding of social welfare policy. Open to non-majors.

Second in a two-course social policy sequence. Builds upon the ecological foundation established in the first. Students build critical thinking and other practical skills necessary to conduct social welfare policy analysis. Students will be taught how to propose social welfare policy alternatives to meet the service, economic and social justice needs of vulnerable regional people. Finally, students will be trained to apply advocacy skills and to use social and economic justice principles in addressing social welfare needs.

In-depth study of the theoretical basis of crisis intervention and the steps to be taken in crisis resolution. Focuses on micro, mezzo and macro applications of crisis intervention models and practice skills, examining both situational and maturational crises and the implications of crisis intervention for work with families, groups and communities, and at the international level. Introductory Red Cross disaster training is built into course expectations.

Teaches future social work practitioners interpersonal helping skills within a problem-solving framework. Focus is on interpersonal communication and development of interviewing skills ranging from attending skills to influencing skills. Students will be taught the conscious use of self, interviewing with involuntary clients, ethics and boundary issues encountered in interviewing, and cross-cultural differences in the interpersonal skills process. Exercises, role playing and simulations focused on situations encountered specifically at the micro, mezzo and macro levels of social work practice are used to enhance learning.

Prerequisites:

Prerequisite for taking this course is having completed SO W 121 or taking it concurrently. Corequisites are enrollment in SO W 341 and SO W 344; formal admission into the Social Work Program.

Second of a four-course practice sequence devoted to development of the entry-level social work practitioner. Focuses on understanding and using current models of social work practice employed by the generalist social worker in casework with individuals, particularly the ethnic/socially sensitive perspective, the ecological model, the problem-solving model, the task-centered approach, evidence-based approach, and the strengths perspective. Course delineates the basic social work helping process: engagement including exploration and data gathering, assessment and planning, intervention, monitoring and evaluation, and termination. Emphasis on presenting students with professional knowledge, values, ethics, and skills to think critically about and conduct effective case work with individuals. Students analyze various social, economic, and human rights justice issues and environmental conditions which impact the practice of social work with individuals.

Prerequisites:

Prerequisite for taking this course is having completed SO W 121 or taking it concurrently. Corequisites are enrollment in SO W 341 and SO W 344; formal admission into the Social Work Program.

Examines social work perspectives, knowledge and theory related to development of human beings across the life span in relation to their emotional, physical, intellectual, social, spiritual and cultural contexts. Knowledge from the social sciences is integrated to provide a comprehensive view of people interacting with their environments.

Prerequisites:

Corequisite for taking this course is also enrolling in SO W 340 and SO W 341.

Study of the basic concepts of social systems theory particularly relevant to social work practice. Knowledge from the social sciences is integrated to provide a basis for intervention with individuals, families, groups, organizations and communities. Special emphasis is made on self-examination in relation to ethical, social justice, and human diversity issues and on acquiring transferable sets of skills in learning to interact effectively with vulnerable or at-risk populations.

Prerequisites:

Successful completion of SO W 340, SO W 341, SO W 344 are perquisite, and SO W 365, and SO W 366 are CO-requisites for taking this course.

Overview of the dynamics of addiction, examining its impact upon individuals, families, agencies and communities. Includes description of the recovery process and the role of social work, criminal justice and other helping professionals in the treatment of addiction. Opportunity to conduct intensive study of this area. Emphasis is placed on learning to interact effectively with vulnerable and at-risk populations.

Third course in the methods sequence using the basic framework of social work practice, theory, helping process and skills examined in SOW 340 and 341. Primary emphasis on working with small-group systems and group work skills with families. Group and family work includes learning effective practice approaches with people from diverse client groups and empowering group and family clients. Course focuses on recognizing and resolving ethical dilemmas, human rights issues, and social and economic justice issues within group and family practice contexts.

Prerequisites:

Successful completion of SO W 340, SO W 341, and SO W 344 are prerequisite, and
SO W 345 and SO W 366 are CO-requisites for taking this course.

Final course of the four course practice sequence devoted to the development of the entry-level generalist social work practitioner. It builds upon the basic framework of social work casework practice, theory, helping process and skills examined in SO W 340 (Methods I), 341 (Methods II), and 344 (HBSE I). Primary emphasis on macro practice at the agency and community levels, including working effectively at the local, state, national and global levels. Focuses on the values and ethics, knowledge and skills needed for practice within agency and community settings. Includes content on 1) conscious use of self in macro levels of practice, 2) resolution of ethical dilemmas encountered in macro practice situations, 3) organizational planning, administration and supervision, and 4) uses of community organizing, development, advocacy and policy making. Students develop assessment, planning, intervention, and evaluation skills at the macro level. Course provides intensive preparation for field practicum.

Prerequisites:

Successful completion of SO W 340, SO W 341, SO W 344 are prerequisite, and SO W 345 and SO W 365 are CO-requisite for taking this course.

First of a two-course sequence, introducing basic concepts and approaches of social science research. Specific focus on the empowering community- and agency-based approaches often employed by social work researchers, emphasis on understanding the research process, including conceptualization, planning, data collection, data analysis, and research writing. Express attention given to ethical and diversity issues often encountered in social work research.

Addresses social work practice issues related to contemporary American Indian family life, including recognition of the importance of American Indian tribal contexts; development and implementation of the Indian Child Welfare Act; impact of sovereignty and other social policy issues on American Indian families; and effective approaches to use when helping American Indian families. Offers an opportunity to better understand and work more effectively with American Indian families. Open to non-majors and can be used as a General Education diversity requirement. Cross-listed FNS/SOW 386.

A non-credit course required of all social work majors, consisting of activities completed in the spring semester before the student enters the field internship. These seminars focus on the formal application for an internship; the expectations for the internship as outlined in the Internship Guide; the use of the Field Agency Directory to find a placement; having each student create a professional resume; discussion and practice of job skills interviewing; and assistance in being matched with an appropriate placement.

Students complete an intensive independent study project. Student self-directed study, with instructor input, for which the student develops a detailed contract to guide the project. Contract must demonstrate understanding, application and integration of the social work topic under study. Contract must address ethical, diversity and social justice implications of topic chosen. The class may be designed around any one of a number of relevant social work topics. Instructor's approval.

Prerequisites:

Prerequisite for taking this course is having declared SO W as your Major.